Canadian Journal for the Scholarship of Teaching & Learning
We are delighted to announce the publication of Volume 6 Issue 3 of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) / La revue canadienne sur l'avancement des connaissances en enseignement et en apprentissage (RCACEA), the official, trans-disciplinary, peer-reviewed, electronic publication of the Society for Teaching and Learning in Higher Education.
CJSoTL/RCACEA seeks to advance the scholarship of teaching and learning in Canadian post-secondary institutions. It therefore provides an avenue for a wide range of educators, including faculty members, administrators, academic librarians, educational developers, learning resource specialists, and graduate students, to discuss ways of enhancing student learning experiences through systematic inquiry into teaching and learning in all disciplines.
We invite submissions, in either English or French, from anyone, including international colleagues, interested in discussing teaching and learning issues that are relevant to different types of institutions in the Canadian context.
Volume 6 Issue 3 continues to exemplify this significant contribution to the SoTL literature with the following articles.
Of Landmarks and Learning: An Introduction to Volume 6, Issue 3
Team-based Learning in the Humanities Classroom: "Women's Environmental Writing" as a Case Study
A Systematic Assessment of 'None of the Above' on Multiple Choice Tests in a First Year Psychology Classroom
Matthew V. Pachai, David DiBattista, and Joseph A. Kim
Perceptions and Incidence of Test Anxiety
Travis G. Gerwing, Joshua A. Rash, Alyssa M. Allen Gerwing, Bev Bramble, and Jeff Landine
Surveying Assessment in Experiential Learning: A Single Campus Study
Thomas Yates, Jay Wilson, and Kendra Purton
Failure to Fail in a Final Pre-service Teaching Practicum
Patricia J. Danyluk, Florence Luhanga, Yovita N. Gwekwerere, Leigh MacEwan, and Sylvie Larocque
Teaching for Diversity in Teacher Education: Transformative Frameworks
Karen O. Ragoonaden, Awneet Sivia, and Victorina Baxan
Discipline-Specific Language Instruction for International Students in Introductory Economics
Trien T. Nguyen, Julia Williams, and Angela Trimarchi
From Distraction to Contribution: A Preliminary Study on How Peers Outside the Group Can Contribute to Students' Learning
Undergraduate Students' Perspectives on the Value of Peer-Led Discussions
Monica E. McGlynn-Stewart
Collaborative Learning in Problem Solving: A Case Study in Metacognitive Learning
Shelly L. Wismath, and Doug Orr
Case Study Methodology: Flexibility, Rigour, and Ethical Considerations for the Scholarship of Teaching and Learning
Marion L. Pearson, Simon P. Albon, and Harry Hubball